Report Finds Gap in State Services for L.E.P. Students

Current state programs for language-minority children leave many of
them unserved or poorly served by the types of special services they
need to succeed in school, according to a report by the Council of
Chief State School Officers.

In particular, it says, many limited-English-proficient children are
not receiving the benefits of compensatory instruction, special
education, vocational education, and other categorical programs for
which they may be eligible in addition to bilingual education.

Citing answers to ccsso questionnaires completed by state education
agencies since 1987, the report says that 32 of the 48 states
responding reported that significant percentages of their l.e.p.
children were not receiving language-related educational services to
help them succeed in classrooms where instruction is in English.

On average, the study found, 29 percent of the l.e.p. children in
those 32 states were unserved by bilingual or
English-as-a-second-lan4guage programs. In four of those states, more
than 60 percent of l.e.p. students were reported as not receiving
language-related services.

The findings, released to the chiefs last month, are similar to
those of a new federal study of l.e.p. services in 10 states. That
five-year study concluded that the types of instructional services
provided to l.e.p. children depend primarily on local conditions and
available district resources, not on the pupils' academic needs. (See
Education Week, May 2, 1990.)

The c.c.s.s.o. report, "School Success for Limited English
Proficient Students: The Challenge and State Response," notes that,
while some state education agencies have developed administrative or
pedagogical initiatives designed to improve the achievement of l.e.p.
students, most are relatively new and limited.

Moreover, it says, "there is a gap between what researchers have
learned about the dynamics of second-language acquisition, and the
practices in effect in our schools."

For example, it notes, most l.e.p. children in bilingual or
English-as-a-second-language programs are "mainstreamed" into
English-only classes, without additional support services, after two or
three years. This practice, it says, conflicts with research suggesting
that it takes from five to seven years to become proficient in a second
language.

The report urges state agencies to assess current and projected
needs of l.e.p. students and to make a greater effort to meet them
through research, curriculum development, assessment, training, teacher
certification, increased funding, and other means.

It also suggests that states more thoroughly monitor the educational
status of l.e.p. students and program effectiveness, and that they
develop ways to collaborate with local school systems and to exchange
information with other states.

Copies of the report are available from the ccsso's Resource Center
on Educational Equity, 379 Hall of the States, 400 North Capitol St.,
N.W., Washington, D.C. 20001-1511; (202) 393-8159.--ps

Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.